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Australasian Journal of Technology Education最新文献

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The marau Hangarau (Māori-medium Technology curriculum): Why there isn't much research but why there should be! marau Hangarau (Māori-medium技术课程):为什么没有太多的研究，但为什么应该有!
Australasian Journal of Technology Education Pub Date : 2020-10-21 DOI: 10.15663/AJTE.V0I0.71
R. Lemon, K. Lee, Hēmi Dale
{"title":"The marau Hangarau (Māori-medium Technology curriculum): Why there isn't much research but why there should be!","authors":"R. Lemon, K. Lee, Hēmi Dale","doi":"10.15663/AJTE.V0I0.71","DOIUrl":"https://doi.org/10.15663/AJTE.V0I0.71","url":null,"abstract":"Hangarau is under-researched. Research in this field, from historical case studies to exploration of hangarau practice across a range of educational contexts, is needed. We examine the significant gap by outlining the timelines leading up to the third cycle of curriculum design and implementation of the marau hangarau. The dataset is drawn from a larger project consisting of interviews with tuakana-curriculum designers (Lemon, 2019) and document analysis of material sourced through requests for official information (Ministry of Education, 1999-2003, 1999-2008, 2003-2012, 2007-2009).Hangarau needs to be researched. As a decolonising curriculum, coming from a Māori foundation of thinking and being, it connects future, past and present in a holistic approach to technological practice. Research will inform the next generation of curriculum designers, and strengthen sector understandings of hangarau. This will be reflected in classroom practice, with better uptake and engagement in hangarau–building on our past achievements. How can we plan ahead if we do not know what has been done? We need to value the work done by those who have toiled to develop a new way of learning for our tamariki mokopuna.He marautanga reo Māori tÄ“nei mā ngā kura reo Māori. Nō reira, he tika te whakaputa whakaaro, te rangahau māna ki te reo rangatira. Heoi anō, ko tō mātou hiahia kia tukuna atu tÄ“nei kōrero ki te tokomaha, nā reira te whakamahi i Ä“tahi kupu Māori torutoru noa iho i tÄ“nei wā. Hei tōna wā, ka rere pai te reo rangatira ki konei, ki Aotearoa nei, tae atu ki ngā tōpito o te ao. We incorporate te reo Māori in writing about a Māori language curriculum taught in classrooms through the medium of the Māori language. There is a glossary at the end of the article for those readers who do not speak te reo Māori.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114818801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Renovating project-based learning in Israel to foster learning STEM, computational thinking and design arts 在以色列革新基于项目的学习，以促进STEM、计算思维和设计艺术的学习
Australasian Journal of Technology Education Pub Date : 2020-09-29 DOI: 10.15663/AJTE.V0I0.69
Moshe Barak
{"title":"Renovating project-based learning in Israel to foster learning STEM, computational thinking and design arts","authors":"Moshe Barak","doi":"10.15663/AJTE.V0I0.69","DOIUrl":"https://doi.org/10.15663/AJTE.V0I0.69","url":null,"abstract":"AbstractIt is widely agreed that project-based learning (PBL) and design-based learning (DBL) are among the best tools that education has for fostering lifelong learning skills such as problem-solving, collaborative work and self-directed learning. In Israeli high schools, every year thousands of students prepare final projects in subjects such as electronics, computer science, mechatronics, and design arts. However, a number of issues have arisen in recent years in implementing PBL or DBL in schools, for example, the students are very loaded in their final year of high school, many students are not prepared enough to work independently on their projects, and there is very little collaboration between students majoring in various technological areas. The present article shows how the Israeli education system is trying to renovate PBL and DBL in technological classes, for example, by deploying the project work over three years of high school (10th, 11th, 12th grades), encouraging interdisciplinary projects and using online documentation of the design process. The factors that facilitate or hinder project work in school are also discussed.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127784197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Challenges in food-based education: Exploring the potential of solutions using virtual reality technology 以食物为基础的教育面临的挑战:利用虚拟现实技术探索解决方案的潜力
Australasian Journal of Technology Education Pub Date : 2020-03-24 DOI: 10.15663/AJTE.V0I0.68
D. Gorman, S. Hoermann, R. Lindeman, B. Shahri
{"title":"Challenges in food-based education: Exploring the potential of solutions using virtual reality technology","authors":"D. Gorman, S. Hoermann, R. Lindeman, B. Shahri","doi":"10.15663/AJTE.V0I0.68","DOIUrl":"https://doi.org/10.15663/AJTE.V0I0.68","url":null,"abstract":"Food-based education is currently under-represented in schools and this is troubling with the high rate of obesity in New Zealand: nearly 30 percent of adults are listed as obese. This study discusses the results of a series of interviews with specialist food teachers and a case study completed at a Christchurch secondary school revealing limitations on food education delivery. A key issue identified in the research is a lack of time, with limited opportunities for practical cooking lessons revealed. Potential solutions are discussed including the use of Virtual Reality technology and gaming, supporting contemporary teaching and learning methods such as the flipped classroom.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123089952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
A new approach to professional learning and development for technology teachers in New Zealand: Developing networks of expertise 新西兰技术教师专业学习和发展的新途径:发展专业知识网络
Australasian Journal of Technology Education Pub Date : 2020-02-11 DOI: 10.15663/AJTE.V0I0.67
Elizabeth Reinsfield, Wendy H. Fox-Turnbull
{"title":"A new approach to professional learning and development for technology teachers in New Zealand: Developing networks of expertise","authors":"Elizabeth Reinsfield, Wendy H. Fox-Turnbull","doi":"10.15663/AJTE.V0I0.67","DOIUrl":"https://doi.org/10.15663/AJTE.V0I0.67","url":null,"abstract":"This article presents a study that focuses on the Mātanga’ (Māori term for expert) perspectives of their leadership in a professional learning and development (PLD) programme in technology education. Funded by the Ministry of Education’s Network of Expertise Initiative, the PLD programme was designed and delivered by Technology Education New Zealand (TENZ), to foster teachers’ engagement with the technology education curriculum. It aimed to develop teachers' specialist identity by focusing on Reinsfield and Williams’ notions of technological and technical thinking, by matching teachers with Mātanga. The Mātanga identified various factors affecting the nature of technology education in New Zealand, and had differing understandings and interpretations of technology, which resulted from their professional experiences. They recognised various factors affecting the nature of technology education in New Zealand. Most evident were the tensions in teachers’ curriculum and assessment understanding, and the pressures being placed on practitioners to remain current in their practice.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130380725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
'Shaping Things': Design Fiction as a catalyst for design in design and technology education “塑造事物”:设计小说作为设计和技术教育中设计的催化剂
Australasian Journal of Technology Education Pub Date : 2019-10-01 DOI: 10.25416/EDGEHILL.11627976
Dawne Irving-Bell
{"title":"'Shaping Things': Design Fiction as a catalyst for design in design and technology education","authors":"Dawne Irving-Bell","doi":"10.25416/EDGEHILL.11627976","DOIUrl":"https://doi.org/10.25416/EDGEHILL.11627976","url":null,"abstract":"Inspired originally by the work of Bruce Sterling, this paper presents narrative accounts from experienced design and technology teachers who were introduced to the notion of “design fiction” during their teacher education programmes.\u0000While training to teach as part of their subject study, pre-service teachers were introduced to the concept of design fiction. During their training they were encouraged to embrace the notion and use it as a catalyst to effect innovative pedagogical approaches in their teaching of design and technology. Specifically, to explore the advantages of using this concept as a tool not only on the effectual delivery of design, but in order to support the creation of a high quality conceptual outcome, where learning is concerned with innovation and the development of skill, rather than to produce a fully functional working model or artefact.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130020175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Implementing digital technology in the New Zealand Curriculum 在新西兰课程中实施数字技术
Australasian Journal of Technology Education Pub Date : 2019-02-27 DOI: 10.15663/AJTE.V5I0.65
Wendy H. Fox-Turnbull
{"title":"Implementing digital technology in the New Zealand Curriculum","authors":"Wendy H. Fox-Turnbull","doi":"10.15663/AJTE.V5I0.65","DOIUrl":"https://doi.org/10.15663/AJTE.V5I0.65","url":null,"abstract":"This article initially reviews literature that argues for a place for digital technologies in the curriculum. Understanding of and competency in developing digital technologies is becoming an increasingly debated topic around the world. Areas of debate include where and when key components of digital literacy such as computational thinking, computer science, programming, and coding should be learned. This article argues for the inclusion of digital technologies in the curriculum and more specifically within the technology curriculum. A case study of the decision-making process of New Zealand as it moves to include digital technologies into The New Zealand Curriculum in subsequently presented. An account of the processes undertaken by the New Zealand Ministry of Education to include and implement digital technologies in technology education is presented. Finally, it offers a cautionary warning about two potential risks as New Zealand enters the implementation phase of its new digital technologies curriculum.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116036373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 13
Integrating digital technologies into the New Zealand curriculum: Future-focused and technological ways of thinking 将数字技术融入新西兰课程:面向未来的技术思维方式
Australasian Journal of Technology Education Pub Date : 2019-02-27 DOI: 10.15663/AJTE.V5I0.64
Elizabeth Reinsfield
{"title":"Integrating digital technologies into the New Zealand curriculum: Future-focused and technological ways of thinking","authors":"Elizabeth Reinsfield","doi":"10.15663/AJTE.V5I0.64","DOIUrl":"https://doi.org/10.15663/AJTE.V5I0.64","url":null,"abstract":"The ability to function in a technologically mediated world is a global priority. In New Zealand, there has been a recent curriculum revision, which emphasises the role of Digital Technology, and there is an assumption that this will equate to the use of digital technologies for learning. This change highlights a need for students to develop their digital fluency but also engage with learning that encourages them to become creators of digital outcomes. To enable this process, students need to be encouraged to develop their technological and technical ways of thinking. This article reports on qualitative research to describe how one secondary school teacher enacted digital technology aspects of the technology curriculum. Data were collected through observational and self-report methods. The findings indicate that technological ways of thinking are suited to the enactment of technology education, when situated within authentic, personally meaningful, or problem-based contexts for learning.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124366256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Review of: Re-examining Pedagogical Content Knowledge in Science Education 综述:科学教育教学内容知识的再考察
Australasian Journal of Technology Education Pub Date : 2018-07-05 DOI: 10.15663/AJTE.V5I0.63
A. Doyle
{"title":"Review of: Re-examining Pedagogical Content Knowledge in Science Education","authors":"A. Doyle","doi":"10.15663/AJTE.V5I0.63","DOIUrl":"https://doi.org/10.15663/AJTE.V5I0.63","url":null,"abstract":"","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121301792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The uncertainty of a future-focused curriculum in New Zealand: The perceptions and practice of six secondary school technology teachers. 新西兰面向未来课程的不确定性:六名中学技术教师的看法和实践。
Australasian Journal of Technology Education Pub Date : 2018-07-05 DOI: 10.15663/AJTE.V5I0.54
Elizabeth Reinsfield
{"title":"The uncertainty of a future-focused curriculum in New Zealand: The perceptions and practice of six secondary school technology teachers.","authors":"Elizabeth Reinsfield","doi":"10.15663/AJTE.V5I0.54","DOIUrl":"https://doi.org/10.15663/AJTE.V5I0.54","url":null,"abstract":"New Zealand education is unique because it has had a technology curriculum since the mid-1990's. In response to the way that technology is evolving, however, the curriculum is currently under revision, to be inclusive of a need to develop students' digital literacy.  It appears that for some teachers, there are persisting barriers to their enactment of the curriculum, which is likely to inhibit any further transformation in practice. This article reports findings from research, which sought to explore six teachers understandings of technology education, in two New Zealand secondary schools.  The research highlighted constraints upon teachers' practice, which will require transformation to support a future-focused curriculum, and students' developing academic and social learning needs.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"434 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116543848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 9
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